“Comprehension is a process in which the reader constructs meaning by interacting with text” (Harris & Hodges, 1995, p. 207). Comprehension is purposeful, active, and can be developed by teaching specific comprehension strategies. When comprehension strategies are taught explicitly, students’ reading improves.
Research
“Comprehension is a process in which the reader constructs meaning by interacting with text” (Harris & Hodges, 1995, p. 207). Comprehension is purposeful, active, and can be developed by teaching specific comprehension strategies. Comprehension strategies are plans or procedures that readers use and apply when they hear text read aloud, when they read text with a teacher, and when they read independently. When comprehension strategies are taught explicitly, students’ reading improves.
Reference
Harris, T., & Hodges, R. (eds.). (1995). The literacy dictionary. Newark, DE: International Reading Association.
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BEFORE READING: Pre-Reading Organizer |
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Source: |
Find the Pre-Reading Organizer at: http://teacher.scholastic.com/reading/bestpractices/nonfiction/prereadingOrg.pdf |
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AFTER READING: Literacy Mystery Boxes |
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Source: |
Find the Literacy Mystery Boxes at: http://www.readwritethink.org/classroom-resources/lesson-plans/junie- jones-introduces-literacy-402.html |
Resources
From our T-TAC ODU library:
Word Journeys: Assessment-Guided Phonics, Spelling, and Vocabulary Instruction, by Kathy Ganske. This book presents a highly practical approach to assessing children’s spelling and word knowledge abilities.
Strategies That Work: Teaching Comprehension to Enhance Understanding, by Stephanie Harvey & Anne Goudis. Strategies include thinking aloud and coding the text, lifting text onto the overhead and reasoning through it in class discussions and bringing in books to model how adults use comprehension strategies.
Complete the TTAConline Webshop: “The Challenge of Reading Comprehension”
